Eupha Jeanne Daramola
Biographic Data
| ID | 5741449 |
|---|---|
| NAME | Eupha Jeanne Daramola |
| GIVEN NAMES | Eupha Jeanne |
| FAMILY NAME | Daramola |
| SIGNATURE | DARAMOLA E J |
| AFFILIATIONS | University of Southern California, Los Angeles, USA |
| ORCID | 0000-0003-3589-4916 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
We Do Not Want to Give Up Our School”: A Case of Antiblackness in a Multiracial School Merger
Antiblackness affects education policymaking and the educational experiences and opportunities of Black students. However, the research on antiblackness and education policymaking has been somewhat limited. To better understand the ways in which antiblackness permeates policymaking at the local level, we conducted a qualitative ethnographic case study using Black Critical Theory (BlackCrit) to examine the policy process surrounding a merger of tw…
Accountability Battle: A Critical Analysis of a Charter Renewal Decision
Charter school policy represents two simultaneous forms of accountability, in which schools are accountable to both parents and authorizers. This study of a K-8 charter renewal decision interrogates these accountability relationships and the role of race and power in privileging the interests of particular stakeholders over others. Using counternarrative methodology and qualitative interviews and observations, we draw on critical race theory and …
Durability and debate: How state-level policy actors frame school choice
School choice policies have become a prominent feature of K-12 education in recent decades, reflecting the broader institutionalization of market-based political ideology in education. In this qualitative multiple case study, we draw on framing theory and interviews with 57 state-level education policy actors to explore the nature of the continued debate over school choice in five U.S. states. We find five patterns of framing choice as beneficial…
“Are You Saying That We’re Racist?”: Comparing Normative, Political, and Technical Dimensions of Instructional and Disciplinary Policies
Background: In recent years, school districts have experienced a complex policy environment with myriad reforms aimed at addressing longstanding and historically entrenched disparities in opportunities and outcomes between racially minoritized students and White students. One such reform is standards-based accountability, with its emphasis on documenting and addressing racial disparities in testing outcomes. Recently, educators and lawmakers have…
Consistency and Change: Districts’ Efforts to Engage Stakeholders Over Time
Background: Across families from all backgrounds, and for all students, when parents and the broader community engage in sustained systematic program improvements, schools and districts are more likely to focus on and maintain improvements. As a result, federal and state lawmakers have implemented engagement mandates. The ways in which these mandates are interpreted and implemented influence the success of the engagement practices. Research Desig…
Educators’ Beliefs and Perceptions of Implementing Restorative Practices
Many urban school districts are adopting restorative practices (RP) as a means to reduce suspensions and resolve racial discipline gaps. In this study, we use a sensemaking framework to examine educators’ beliefs about discipline and their perceptions of RP and its implementation. We draw on survey responses ( N = 363) administered after educators attended RP trainings in a large, diverse county in California. Our results show the majority of res…
Social Construction Is Racial Construction: Examining the Target Populations in School-Choice Policies
Our work demonstrates how racialized social constructions matter for equity in school-choice policy, with implications for local, state, and federal policy and for future research
Social Construction Is Racial Construction: Examining the Target Populations in School-Choice Policies
Our work demonstrates how racialized social constructions matter for equity in school-choice policy, with implications for local, state, and federal policy and for future research
Educators’ Beliefs and Perceptions of Implementing Restorative Practices
Many urban school districts are adopting restorative practices (RP) as a means to reduce suspensions and resolve racial discipline gaps. In this study, we use a sensemaking framework to examine educators’ beliefs about discipline and their perceptions of RP and its implementation. We draw on survey responses ( N = 363) administered after educators attended RP trainings in a large, diverse county in California. Our results show the majority of res…
Accountability Battle: A Critical Analysis of a Charter Renewal Decision
Charter school policy represents two simultaneous forms of accountability, in which schools are accountable to both parents and authorizers. This study of a K-8 charter renewal decision interrogates these accountability relationships and the role of race and power in privileging the interests of particular stakeholders over others. Using counternarrative methodology and qualitative interviews and observations, we draw on critical race theory and …
Social Construction Is Racial Construction: Examining the Target Populations in School-Choice Policies
Our work demonstrates how racialized social constructions matter for equity in school-choice policy, with implications for local, state, and federal policy and for future research
Durability and debate: How state-level policy actors frame school choice
School choice policies have become a prominent feature of K-12 education in recent decades, reflecting the broader institutionalization of market-based political ideology in education. In this qualitative multiple case study, we draw on framing theory and interviews with 57 state-level education policy actors to explore the nature of the continued debate over school choice in five U.S. states. We find five patterns of framing choice as beneficial…
“Are You Saying That We’re Racist?”: Comparing Normative, Political, and Technical Dimensions of Instructional and Disciplinary Policies
Background: In recent years, school districts have experienced a complex policy environment with myriad reforms aimed at addressing longstanding and historically entrenched disparities in opportunities and outcomes between racially minoritized students and White students. One such reform is standards-based accountability, with its emphasis on documenting and addressing racial disparities in testing outcomes. Recently, educators and lawmakers have…
Consistency and Change: Districts’ Efforts to Engage Stakeholders Over Time
Background: Across families from all backgrounds, and for all students, when parents and the broader community engage in sustained systematic program improvements, schools and districts are more likely to focus on and maintain improvements. As a result, federal and state lawmakers have implemented engagement mandates. The ways in which these mandates are interpreted and implemented influence the success of the engagement practices. Research Desig…
Educators’ Beliefs and Perceptions of Implementing Restorative Practices
Many urban school districts are adopting restorative practices (RP) as a means to reduce suspensions and resolve racial discipline gaps. In this study, we use a sensemaking framework to examine educators’ beliefs about discipline and their perceptions of RP and its implementation. We draw on survey responses ( N = 363) administered after educators attended RP trainings in a large, diverse county in California. Our results show the majority of res…
Accountability Battle: A Critical Analysis of a Charter Renewal Decision
Charter school policy represents two simultaneous forms of accountability, in which schools are accountable to both parents and authorizers. This study of a K-8 charter renewal decision interrogates these accountability relationships and the role of race and power in privileging the interests of particular stakeholders over others. Using counternarrative methodology and qualitative interviews and observations, we draw on critical race theory and …
We Do Not Want to Give Up Our School”: A Case of Antiblackness in a Multiracial School Merger
Antiblackness affects education policymaking and the educational experiences and opportunities of Black students. However, the research on antiblackness and education policymaking has been somewhat limited. To better understand the ways in which antiblackness permeates policymaking at the local level, we conducted a qualitative ethnographic case study using Black Critical Theory (BlackCrit) to examine the policy process surrounding a merger of tw…
Political science (6 works) · Public relations (6 works) · School Choice and Performance (5 works) · Sociology (5 works) · Public Administration (4 works) · Education Discipline and Inequality (3 works) · Law (3 works) · Pedagogy (3 works) · Racism (3 works) · School choice (3 works)